### 1: Number, Number Sense and Operations

#### 1.A: Use place value structure of the base-ten number system to read, write, represent and compare whole numbers and decimals.

1.A.2: Use place value concepts to represent whole numbers and decimals using numerals, words, expanded notation and physical models. For example:

1.A.2.b: Describe the multiplicative nature of the number system; e.g., the structure of 3205 as 3 x 1000 plus 2 x 100 plus 5 x 1.

1.A.2.d: Explain the concept of tenths and hundredths using physical models, such as metric pieces, base ten blocks, decimal squares or money.

1.A.3: Use mathematical language and symbols to compare and order; e.g., less than, greater than, at most, at least, <, >, =, "lesser than or equal", "greater than or equal".

#### 1.B: Recognize and generate equivalent representations for whole numbers, fractions and decimals.

1.B.1: Identify and generate equivalent forms of whole numbers; e.g., 36, 30 + 6, 9 x 4, 46 - 10, number of inches in a yard.

1.B.7: Recognize and use decimal and fraction concepts and notations as related ways of representing parts of a whole or a set; e.g., 3 of 10 marbles are red can also be described as 3/10 and 3 tenths are red.

#### 1.C: Represent commonly used fractions and mixed numbers using words and physical models.

1.C.5: Represent fractions and mixed numbers using words, numerals and physical models.

#### 1.D: Use models, points of reference and equivalent forms of commonly used fractions to judge the size of fractions and to compare, describe and order them.

1.D.3: Use mathematical language and symbols to compare and order; e.g., less than, greater than, at most, at least, <, >, =, "less than or equal", "greater than or equal".

1.D.6: Compare and order commonly used fractions and mixed numbers using number lines, models (such as fraction circles or bars), points of reference (such as more or less than ½), and equivalent forms using physical or visual models.

#### 1.G: Model and use commutative and associative properties for addition and multiplication.

1.G.11: Model and use the commutative and associative properties for addition and multiplication.

#### 1.H: Use relationships between operations, such as subtraction as the inverse of addition and division as the inverse of multiplication.

1.H.10: Explain and use relationships between operations, such as:

1.H.10.a: relate addition and subtraction as inverse operations;

1.H.10.b: relate multiplication and division as inverse operations;

1.H.10.d: relate subtraction to division (repeated subtraction).

#### 1.I: Demonstrate fluency in multiplication facts with factors through 10 and corresponding divisions.

1.I.13: Demonstrate fluency in multiplication facts through 10 and corresponding division facts.

#### 1.K: Analyze and solve multi-step problems involving addition, subtraction, multiplication and division of whole numbers.

1.K.12: Add and subtract whole numbers with and without regrouping.

1.K.14: Multiply and divide 2- and 3-digit numbers by a single-digit number, without remainders for division.

#### 1.L: Use a variety of methods and appropriate tools (mental math, paper and pencil, calculators) for computing with whole numbers.

1.L.8: Model, represent and explain multiplication; e.g., repeated addition, skip counting, rectangular arrays and area model. For example:

1.L.8.b: Understand that, unlike addition and subtraction, the factors in multiplication and division may have different units; e.g., 3 boxes of 5 cookies each.

1.L.9: Model, represent and explain division; e.g., sharing equally, repeated subtraction, rectangular arrays and area model. For example:

1.L.9.b: Explain how a remainder may impact an answer in a real-world situation; e.g., 14 cookies being shared by 4 children.

### 2: Measurement

#### 2.A: Select appropriate units for perimeter, area, weight, volume (capacity), time and temperature, using:

2.A.1: Identify and select appropriate units for measuring:

2.A.1.a: length - miles, kilometers and other units of measure as appropriate.

#### 2.C: Develop common referents for units of measure for length, weight, volume (capacity) and time to make comparisons and estimates.

2.C.2: Establish personal or common referents to include additional units; e.g., a gallon container of milk; a postage stamp is about a square inch.

2.C.5: Estimate and measure length, weight and volume (capacity), using metric and U.S. customary units, accurate to the nearest ½ or ¼ unit as appropriate.

#### 2.D: Identify appropriate tools and apply counting techniques for measuring side lengths, perimeter and area of squares, rectangles, and simple irregular two-dimensional shapes, volume of rectangular prisms, and time and temperature.

2.D.6: Use appropriate measurement tools and techniques to construct a figure or approximate an amount of specified length, weight or volume (capacity); e.g., construct a rectangle with length 2½ inches and width 3 inches, fill a measuring cup to the ¾ cup mark.

#### 2.E: Tell time to the nearest minute.

2.E.3: Tell time to the nearest minute and find elapsed time using a calendar or a clock.

### 3: Geometry and Spatial Sense

#### 3.A: Provide rationale for groupings and comparisons of two-dimensional figures and three-dimensional objects.

3.A.1: Analyze and describe properties of two-dimensional shapes and three-dimensional objects using terms such as vertex, edge, angle, side and face.

#### 3.E: Use attributes to describe, classify and sketch plane figures and build solid objects.

3.E.1: Analyze and describe properties of two-dimensional shapes and three-dimensional objects using terms such as vertex, edge, angle, side and face.

#### 3.G: Find and name locations in coordinate systems.

3.G.3: Find and name locations on a labeled grid or coordinate system; e.g., a map or graph.

### 4: Patterns, Functions and Algebra

#### 4.B: Use patterns to make predictions, identify relationships, and solve problems.

4.B.3: Use patterns to make predictions, identify relationships, and solve problems.

### 5: Data Analysis and Probability

#### 5.B: Read and interpret tables, charts, graphs (bar, picture, line, line plot), and timelines as sources of information, identify main idea, draw conclusions, and make predictions.

5.B.5: Match a set of data with a graphical representation of the data.

#### 5.C: Construct charts, tables and graphs to represent data, including picture graphs, bar graphs, line graphs, line plots and Venn diagrams.

5.C.6: Translate information freely among charts, tables, line plots, picture graphs and bar graphs; e.g., create a bar graph from the information in a chart.

#### 5.D: Read, interpret and construct graphs in which icons represent more than a single unit or intervals greater than one; e.g., each "bicycle picture" = 10 bicycles or the intervals on an axis are multiples of 10.

5.D.2: Draw and interpret picture graphs in which a symbol or picture represents more than one object.

5.D.3: Read, interpret and construct bar graphs with intervals greater than one.

#### 5.E: Describe data using mode, median and range.

5.E.8: Identify the mode of a data set and describe the information it gives about a data set.

Correlation last revised: 8/29/2016

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.